What is Four in Balance? - PDST

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Coordination that puts technology before pedagogy has only a limited chanceof success (Fullan, 2011; Kozma, 2003; Ten Brummelhuis, 2008).Crucial human factors include the following:• The ICT facilities match the teacher’s views on educationIf so, then the teacher will certainly not be unwilling to use ICT in hisor her lessons (OECD, 2010b; Van Gennip, 2008; Versluijs, 2011). If anICT application conflicts with the teacher’s pedagogical principles,however, he or she will prefer not to use ICT. Teachers will not easilygive up their principles, because they derive much of their professionalidentity from them (Ertmer, 2005; 2009). We look more closely at this inSection 4.3.• The teacher is familiar with ICT and is capable of using itIf not, then his or her use will be ineffective. This is in fact a key factor(Knezek, 2008; Van Buuren, 2010). Once the teacher is familiar with thetechnology, he or she must integrate it into the subject matter and hisor her pedagogical approach. This type of knowledge is referred to asTPACK, that is: Technological Pedagogical Content Knowledge (Voogt,2010a).• The teacher is convinced of the added value of ICTIf not, then he or she will tend to stick to a familiar routine (Tondeur,2008; Voogt, 2010a). It is important for teachers’ professionaldevelopment to understand which ICT-related pedagogical strategieswill lead to better pupil performance (Erstad, 2009; Hattie, 2009;Timperly, 2007).• There is leadershipA demonstration of leadership can get teachers involved in innovation,motivate them, and allow them to develop a shared vision (Dexter, 2008;Vanderlinde, 2011; Waslander, 2011) – not only the trendsetters, butalso (and more specifically) the more hesitant majority (Fullan, 2011;Schut, 2010). We will look more closely at the issue of “leadership” inChapter 8.12
1 - what is four in balance?1.3 The Four in Balance MonitorBenchmarkThe Four in Balance Monitor provides figures on how Dutch schoolsintegrate ICT into teaching and the results they achieve by doing so. Thedata reveal trends and offer schools a benchmark for comparing theirown situation with those of other educational institutions (Chapters 3 to8). The Monitor covers the three sectors in which Kennisnet is interested:primary education, secondary education, and vocational education andtraining. When discussing research on primary education that does notinclude special education, we refer simply to primary education.In addition to surveying the current state of affairs, the Monitor reviewswhat research has taught us about the benefits of ICT (Chapter 2). The Fourin Balance Monitor shows that we are gradually acquiring more knowledgeof the effects of ICT. At the same time, this publication also shows thatthere are still many questions concerning the long-term benefits of ICTin education. By systematically generating new knowledge and providingthe latest information about what does and does not work, we aim tohelp schools select the ICT applications that will improve their pupils’performance. Such information can also help developers, educationalsupport staff, policymakers, and commercial parties meet the supportneeds of schools that utilize ICT.SourcesWhat we know about the benefits of ICT is based on the results ofindependent research. A considerable percentage of that research has beencarried out on behalf of Kennisnet by various research institutions withinthe context of the “Making Knowledge of Value” [Kennis van Waarde Maken]research program. This program also covers closely related researchprojects, for example “Learning with more effect” [Leren met meer effect],EXPO and EXMO (see also Chapter 2).To show how the current situation compares with previous years, wepresent comparative data collected in previous studies. We also use datataken from other Dutch and international studies to help us understand13
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7.3 ConnectivityWe make a distincti
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8Collaboration and leadershipSchool
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SupportWhere can teachers turn if t
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Centralized visionSchools do not al
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Leadership focusing on material and
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9From ICT use to moreeffective teac
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for example, or learn skills in a s
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doing schoolwork at their home comp
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1080Bibliography• Anderson, R. (2
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82• DiGregorio, P. & Sobel-Lojesk
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84• Ict op School (2004). Vier in
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86• Marzano, R. & Haystead, M. (2
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88• Somekh, B., Haldane, M., Jone
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• Wopereis, I. & Sloep, P. (2009)
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Kennisnet FoundationAddressPaletsin
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